My dissertation examines second generation Dominican high school students and their parents in a diverse, middle-class suburb. At a moment when immigrant families are arriving directly to suburban locations, and the number of second generation immigrants in our public schools is growing, it is important to examine how they are making sense of their experiences in this new context. In my study, I consider how one sub-group of Latinx high school students, with at least one parent born in the Dominican Republic, are experiencing a new place. Specifically, I look at their experiences within their community, school and family influence their assimilation processes, their ideas about future success, and the role of education in reaching that success. I also explore how the parents’ experiences in this community inform their definitions of success for their children and the role that education plays in achieving it, and how those beliefs affect their children. I examine the parents’ accounts through in-depth interviews and the students’ accounts through pre and post in-depth interviews two years apart, as well as photo elicitation interviews. I found that the location of this suburb, adjacent to an ethnic enclave, provides a context that supports the process of selective acculturation, whereby the students are learning English and American customs while also developing and maintaining their Dominican cultural practices, including speaking Spanish. I also uncovered nuances to their understanding of the role of education in securing future success, through the use of open-ended questions. I found that the students with college-educated parents were more cautious about believing in the American Dream, and the idea that education guarantees success. Despite this, all of the families in the study approached education in similar ways, a style typically attributed to low-income families. And lastly, I found that the families lacked the social and cultural capital to gain educational advantages, specifically in the college application process. My study challenges the assumption that immigrant families arriving to middle-class suburbs are equipped to take advantage of the resources that their place of residence can afford them. Living in this type of place signals an achievement of the American Dream, but we have to question whether their children will be able to maintain it.

In Beyond the Negro Problem, I explore the engagement between black literature, black expressive culture, and sociology from the 1890s to the 1930s in order to consider the possibilities for imagining black social life that emerge through discoursive innovation during a time period of violent constraint. During this period, which followed Emancipation and the failure of Reconstruction, the struggle for black life or assimilation into American society was consolidated, examined, and contemplated as the so-called Negro problem. The Negro problem was a pervasive reality and metaphor that both black authors and social scientists grappled with. I argue that black leaders and intellectuals use different forms of sociology in their writing to respond directly to narratives of black social pathology and to imagine black life beyond the status of being a problem. In each chapter I explore a different engagement of sociology and literary production and each time find that the formations of black possibility that emerge are predicated on issues of gender and sexuality because the predominating foreclosing narratives about black social life tend to gravitate toward these same issues. Moreover, the racial knowledge about African American culture produced by sociology at the onset of modernity is acutely gendered. As my project details, a major consequence of these authors dismantling that racial knowledge is that they envision gendered possibilities that exceed the Negro problem itself.

This qualitative single-case study was conducted to ascertain the effective factors necessary to successfully launch a single-gender elementary school for Black males in an urban setting. This analysis examines effective pedagogical practices and successful elementary-aged models that address the social emotional and academic needs of Black males within New York City. Two research questions guided the framework of this study: (a) in single-gender elementary schools for Black males, what factors contribute to their academic and social-emotional growth and development? and (b) In what ways do school design, context, and leadership practice inform the academic and social-emotional growth and development of students of single-gender schools for Black males? Qualitative research methodology was used for this study. Data collection through field observations and elite individual interviews included the participation of key stakeholders including administrators and educators. The findings, data analysis, and evaluation of the site visit served as a blueprint to highlight the components necessary to accelerate the achievement of Black males.

The United States is currently experiencing an unprecedented wave of immigration. When studying foreign-born students, anthropologists and sociologists have focused primarily on two areas: how schools integrate children into the American ‘mainstream’ and the complexities of foreign-born students learning English. Much of the debate centers on the best models for building academic English, comparing academic achievement of students by their home country, and comparing educational outcomes among different generations (e.g., newcomers versus second-generation students). In an effort to study successful models, some anthropologists of education have studied newcomer programs, such as the Internationals Network for Public Schools (INPS), that have been successful at graduating in higher numbers students recently arriving in the United States from non-English speaking countries. This ethnography builds on that line of work by looking at two areas that the literature has failed address: (1) how multiple actors in the political, philanthropic, and educational realms of the United States come together to design a school for foreign-born adolescents, and (2) how students, who find themselves in a school designed for recently-arrived foreign-born adolescents, navigate the school policies and structures, as implemented by the staff, and their fellow peers. To investigate these questions, this ethnography used participant observation, small group discussions, and interviews of students and staff at Voyager, a high school in the INPS, over the 2013-2014 school year. This dissertation reports several significant findings. First, students from smaller national and linguistic groups are forced to integrate, while those of the majority home language group are allowed to dominate linguistically and socially. Whereas in most schools White (or sometimes Black) American students are centered as the norm, in this INPS school that nucleus forms around the numerical majority, in this case Spanish speakers. To accommodate this social fact, students from smaller linguistic groups learn and use elements of the locally dominant language, Spanish. Second, while the existing literature largely praises the INPS model, some INPS students resist school structures and pedagogical techniques that are key to the INPS model, such as heterogeneous grouping and collaborative projects. This dissertation sheds light on the complex social negotiations underway in an Internationals schools providing a more nuanced picture. This ethnography argues that student pedagogical and language ideologies should be considered especially where they disagree with specific INPS policies, such as schooling ELLs together in the same school without native English speakers. It also argues that there may be certain unintended consequences for the dominant language group in a multilingual environment i.e. students in the dominant language group may have limited English language acquisition and academic success. The Internationals model might currently be the best model for educating newcomer students, but a critical look into an INPS school and its impact on the lives of students provides a strong contribution and a healthy critique that may help improve the model further.

My dissertation examines how a single-sex school for boys of color in New York City (re)defines masculinity through organizational policies, practices, and messaging. I further study how black boys, sixth graders in particular, participate in and make sense of the school’s concept of masculinity. Lastly, I explore how boys’ define and understand masculinity and conceive of their identity and agency. I framed this dissertation within an expanded version of W.H. Sewell’s (1979) framework of structure and agency, amending the framework to include concepts of negotiation and identity. My study employs an interpretive, multi-modal qualitative design and integrates the following modes of inquiry: ethnography, in-depth interviews with teachers and students, and photo elicitation narratives with students. My findings provide pedagogical and policy suggestions for enacting a model of single-sex schooling for black boys. I find that (the enactment of) school structures and boys’ understandings of school practices are conditioned by outside perceptions of black boys. I also find that although school, cultural, and disciplinary practices may be well intentioned, these practices may inadvertently reproduce the very structures that they attempt to circumvent by unintentionally reinforcing entrenched stereotypes about black boys. I further find that boys’ understandings of masculinity are not fully reflected in school practices, nor are they legible expressions of masculinity to school staff. The contributions of this dissertation enrich the conversation with prior theory about how organizational or school practices can affect change with students, what helps black boys learn best, and how black boys can possess masculinity that is as varied as it is complex. Lastly, my work extends and elaborates upon current theoretical understandings of the development of adolescent masculinity

This study explores the normative frameworks through which selected parents, students, teachers, and education activists in three villages in rural Pakistan understand and articulate the value of girls' schooling. It argues that within the dominant analytical paradigms of human capital theory and neoliberalism, researchers and policymakers have tended to conceptualise 'demand' for schooling in terms that are narrowly focused upon measuring and boosting enrolment, and thus have failed to capture whether and how shifting enrolments correspond to shifting norms and to the broader imaginative regimes through which differently located actors experience and produce the gendered value of schooling. Typical analyses of 'demand' for girls' schooling have mostly focused upon what factors of schooling provision are most likely to increase parents' willingness to send their daughters to school, and thus inadvertently conflate 'demand' with 'supply' and reveal very little about whether or how such factors influence normative evaluations of girls' schooling by parents, children, teachers, and others across various contexts where enrolment is on the rise. This oversight hinders efforts at comparison that are critical for planning and interpreting transnational initiatives for achieving gender equality in and through schooling. To improve upon this trend, this study illustrates a) the normative evaluations that underpin selected instances of 'demand' for girls' schooling in three villages in rural Pakistan, and b) how these normative evaluations have changed over time and in relation to particular interventions. Using data from seventeen weeks of fieldwork spanning two villages in the southern Punjab and one in Gilgit-Baltistan, the study explores perspectives about the value of girls' schooling in relation to the key themes of marriage, employment, and purdah. By bringing this data into comparison with mainstream discouses about 'demand,' the study highlights the limitations of those discourses and charts a path for further comparative inquiry. Findings illustrate how normative perspectives about girls' schooling are differentially contested and transformed over time even as enrolment trends converge across contexts, and suggest that researchers and practitioners concerned with promoting gender equality in and through schooling should lend greater attention to the social interactions through which 'norm-making' occurs. This sort of attention to 'norm-making' can reveal new opportunities for intervention, but also, and perhaps more importantly, it inspires humility by demonstrating that all normative evaluations of schooling - whether emerging from education 'experts' or from farmers in rural villages - reflect socially and historically situated notions of personhood, none of which is more 'natural' than any other.

Background: In high-income countries, parenting programmes have been shown to be effective in reducing the risk of child maltreatment. However, there is limited evidence of their effectiveness in low- and middle-income countries. This thesis focuses on the development and pilot randomised controlled trial (RCT) of a parenting programme to reduce the risk of child maltreatment in low-income families with young children in Cape Town, South Africa. Methods: This thesis is comprised of three studies submitted as papers for publication. The first study focused on the development of an evidence-informed, locally relevant parenting programme for families with children aged three to eight years in Cape Town, South Africa. Intervention development took place over three stages: (a) identification of core intervention components common in evidence-based parenting programmes; (b) formative evaluation using qualitative in-depth interviews and semi-structured focus groups with South African practitioners and low-income parents; and (c) integration of evidence-based approaches and local contextual issues to develop the intervention structure, protocols, and manual. The second study used a pilot RCT (N = 68 parent-child dyads) to examine the evaluation feasibility and initial effects of the parenting programme developed during the first study in Cape Town - the Sinovuyo Caring Families Programme. Parents of children aged three to eight years with clinical levels of parent-reported child behaviour problems were randomly allocated to either a 12-session, group-based parenting programme or a wait-list control group. Primary outcomes included parent-report and observational assessments of positive parenting, harsh parenting, and child behaviour problems; secondary outcomes included parent-report of parent depression, parenting stress, and social support. Assessments occurred at baseline and immediate post-test (i.e., 3-months after baseline). The third study was a mixed-methods process evaluation assessing the feasibility of the parenting programme based on three theoretical dimensions: participation, implementation, and acceptability. Quantitative data included attendance registers, fidelity checklists, satisfaction surveys, and parent-report of engagement in home practice activities. Qualitative data included post-programme focus groups with community facilitators (n = 8), individual interviews with a randomly selected group of parents (n = 15), transcripts from parenting sessions, and minutes from supervision sessions with facilitators. Results: In the first study, the formative evaluation suggested that many evidence-based parenting programme components and approaches were compatible with the local cultural context. These included managing child behaviour problems, learning effective discipline strategies, building positive parent-child relationships, and reducing parenting stress. Findings also suggested that programmes may benefit from including additional content on keeping children safe in violent communities, communicating about HIV/AIDS and poverty, involving fathers and alternative caregivers, and incorporating cultural values of social responsibility and respect. The pilot RCT in the second study showed high levels of study recruitment and retention, outcome measurement reliability and response rates, and a minimal effect of clustering due to delivering the intervention in groups of parents. Analyses showed moderate intervention effects for parent-report of increased positive parenting and observations of improved child-led play. However, observational assessments also found reduced frequency of positive child behaviour in the treatment group in comparison to controls. In the third study, quantitative results showed high levels of programme acceptability, implementation, and participation. Thematic analysis of qualitative data identified seven themes related to feasibility: (a) receptivity to strengthening existing parenting practices, (b) initial resistance to new parenting skills, (c) contextualising content within a cultural framework, (d) reinforcing implementation fidelity and improving quality of delivery, (e) challenges delivering content on nonviolent discipline, (f) supporting participant involvement, and (g) engagement in a collaborative learning approach. Conclusion: This thesis is the first in sub-Saharan Africa to use a systematic approach to develop and rigorously pilot a parenting programme to reduce the risk of maltreatment against young children in low-resource settings. Initial results indicate that a parenting programme derived from evidence-based approaches is feasible, culturally acceptable, and has the potential to reduce the risk of child maltreatment by improving positive parenting behaviour. Further intervention development and testing is necessary to strengthen core programme components and determine programme effectiveness.

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許艷霞. / "2004年7月". / 論文(哲學碩士)--香港中文大學, 2004. / 參考文獻 (leaves 108-119). / 附中英文摘要. / "2004 nian 7 yue". / Xu Yanxia. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (leaves 108-119). / Fu Zhong Ying wen zhai yao. / 鳴謝 --- p.i / 提要 --- p.ii-iii / Chapter (一） --- 引言：「延安模式」的性別觀 / Chapter 1.1 --- 硏究成果回顧 --- p.1-12 / Chapter 1.2 --- 硏究目的、方法及預期貢獻 --- p.12-16 / Chapter (二） --- 中共的婦女運動及其政策 / Chapter 2.1 --- 上海時期（1921 年-1927 年） --- p.17-18 / Chapter 2.2 --- 瑞金時期（1928 年-1935 年） --- p.18-20 / Chapter 2.3 --- 延安時期（1936年-1947年） --- p.20 / Chapter 2.4 --- 內戰時期（1946 年-1949 年） --- p.20-21 / Chapter (三） --- 延安時期的婦女運動 / Chapter 3.1 --- 陝北地區的政治、經濟和社會風俗 --- p.22-24 / Chapter 3.2 --- 延安時期婦女運動的理論基礎 --- p.24-26 / Chapter 3.3 --- 延安時期婦女運動的發展階段及政策內容 --- p.26-39 / Chapter (四） --- 延安時期婦女政策的推行情況 / Chapter 4.1 --- 推行方法 --- p.40-45 / Chapter 4.2 --- 成果 --- p.46-58 / Chapter 4.3 --- 困難和局限 --- p.58-78 / Chapter (五） --- 基層社會的反應 / Chapter 5.1 --- 支前工作 --- p.79-82 / Chapter 5.2 --- 生產 --- p.82-84 / Chapter 5.3 --- 婚姻 --- p.84-89 / Chapter 5.4 --- 文化及衛生教育等 --- p.89-95 / Chapter (六） --- 結論：婦女與革命的「延安模式」 / Chapter 6.1 --- 中國婦女與中共領導的民族革命 --- p.96-98 / Chapter 6.2 --- 中國婦女與中共的社會革命 --- p.99-104 / Chapter 6.3 --- 硏究的新方向 --- p.104-107 / 參考書目 --- p.108-119 / 附表 / Chapter 1. --- 邊區一級機關學校在職女幹部統計(1949年1月） --- p.47-48 / Chapter 2. --- 邊區十五縣縣級女參議員統計表(1941年11月9日） --- p.49 / Chapter 3. --- 邊區一級各機關在職女幹部小孩處理情況(1949年1月） --- p.50-51 / Chapter 4. --- 1938年及1939年生產成績統計表(1940年5月10日） --- p.53 / Chapter 5. --- 吳旗縣五區一ˇёإ婦女纏足、天足狀況表(1948年6月） --- p.56 / Chapter 6. --- 1938-1943年間各縣判決的離婚案件數目（1948年9月10日） --- p.56-57 / Chapter 7. --- 由高等法院直接判決的離婚案件數目（1948年9月10日） --- p.57 / Chapter 8. --- 圪衚坬村婦女結婚年齡統計（1948年） --- p.58 / Chapter 9. --- 1942年綏德分區解除婚約案件的原因及數目（1945年12月） --- p.85-86 / Chapter 10. --- 1944年至1945年綏德分區請求離婚當事人成份統計(1945年12月） --- p.86 / Chapter 11. --- 1944年綏德分區各縣離婚案件提出原因及數目（1945年12月） --- p.86-87 / 附圓 / Chapter 1. --- 陝甘寧邊區地圖 --- p.120 / Chapter 2. --- 陝甘寧邊區婦女參加參議員選舉(30、40年代） --- p.121 / Chapter 3. --- 邊區農村選舉情況（40年代） --- p.121 / Chapter 4. --- 中共中央婦女委員會招待陝甘寧邊區參議會女參議員（1939年9月） --- p.122 / Chapter 5. --- 婦女自衛隊（1939年） --- p.122 / Chapter 6. --- 延安婦女紡織合作社（40年代） --- p.123 / Chapter 7. --- 中共359旅的家屬組織起來編織毛衣（40年代） --- p.123 / Chapter 8. --- 農民變工隊（40年代） --- p.124 / Chapter 9. --- 中國女子大學學生（1939年） --- p.124 / Chapter 10. --- 中國女子大學學生上軍事課(1939年） --- p.125 / Chapter 11. --- 延安醫科生在窰洞前溫習(1945年） --- p.125 / Chapter 12. --- 陝甘寧邊區第二次婦女代表大會部分代表(1948年） --- p.126 / Chapter 13. --- 陳琮英、蔡暢、夏明、劉英長征到達陝北（1935年） --- p.126 / Chapter 14. --- 擁軍（40年代)(夏風刻） --- p.127 / Chapter 15. --- 宣傳衛生（1943年）（王流秋刻） --- p.127 / Chapter 16. --- 怎樣養娃（40年代)(郭鈞刻） --- p.128 / Chapter 17. --- 婚姻登記（1945年)(木刻作品） --- p.128 / Chapter 18. --- 學習文化（1944年)(戚單刻） --- p.129 / Chapter 19. --- 女生開荒隊（1939年)(江豐刻） --- p.129